Learning and design principles for teacher educators ... · Learning and design principles for...
Transcript of Learning and design principles for teacher educators ... · Learning and design principles for...
1
Learning and design principles for teacher educators’ professional
development
Ruben Vanderlinde, Yvonne Bain, Mieke Lunenberg, Paulien Meijer, Jean Murray, Mary
O’Sullivan, Kari Smith, Hanne Tack, Amber Walraven
1. Status and context
This document ‘Output 1: Learning and design principles for teacher educators’ professional
development’ has been written in the context of the Erasmus+ project of InFo-TED. The main
goal of this output is to describe underlying general design principles that InFo-TED will use
for the development of the two main outcomes of the Erasmus+ project: (1) a European
summer academy for teacher educators and (2) a virtual learning environment for teacher
educators. The design principles are based on (1) the conceptual model developed by InFo-
TED (see for instance, Kelchtermans, Smith & Vanderlinde, 2017) and (2) on the results from
an international survey study (see Czerniawksi, MacPhail & Guberman, 2017). This
document will be published on the InFo-TED website and will be used for the further
development of the next outputs in the context of the Erasmus + project: (1) ‘Output 2:
Structure of the European professional development programme and virtual learning
platform’ and (2) ‘Output 4: Content of the virtual learning platform’. To put differently, the
design principles described in this document are general in nature and will be translated and
contextualised in the next phase of the project. Further, the document will be presented at
the various multiplier events that InFo-TED will organise with different stakeholders.
2. Teacher educators’ professional development
Research on teacher educators’ professional development is still a relatively young field
(Lunenberg et al., 2014). In this respect, the field is described as “under-researched
(Livingston, 2014) with much of the current literature drawing on what is known about
2
teachers’ professional development. Over the past two decades, however, researchers
increasingly started to study the specific nature of teacher educators’ work, and,
correspondingly, started to develop thoughts on how teacher educators’ professional
development can be meaningfully conceptualised (e.g. Berry, 2016; Cochran-Smith, 2005,
Kelchtermans, 2013; Smith, 2015; Tack, 2017; Vanassche, 2014). In common, authors often
argue that the distinct nature of teacher educators’ work as ‘teachers of teachers’ (Loughran,
2006; Murray & Male, 2005) should be the starting point in conceptualising teacher
educators’ professional development. In particular, studies about the teacher educator as
‘second-order practitioner’ (Murray, 2002) or ‘teacher of teachers’ (Loughran, 2006) have
clarified that the work of teacher educators has to be distinguished from the work of teachers,
and requests its own ‘pedagogy of teacher education’ (Loughran, 2006). Teacher educators
distinguish themselves from teachers as they are practising ‘second-order’ teachers or
‘teachers of teachers’ (Murray & Male, 2005). This fundamental identity shift from the first-
order context (of being a teacher) to the second-order context (of being a teacher educator)
(Berry, 2016) requires teacher educators to generate a second level of thought about
teaching, one that focuses not (only) on content, but also on how to teach (Loughran, 2011).
This argument regarding why the ‘how’ of teaching is at least as important as the ‘what’ of
teaching involves what Russell (1997) called ‘How I teach IS the message’. As Russell
(1997, p.55) explains, a fundamental aspect of teacher educators’ teaching is the need to
focus on ‘the pedagogical turn’ in teacher education, or ‘realising that how we teach teachers
may send much more influential messages than what we teach them’. To put differently,
teacher educators’ work as ‘teachers of teachers’ comprises a unique body of knowledge
that requires them to move beyond seeing teaching as solely ‘doing’ and what has been
learned in previous work experiences or study (Berry, 2007; Loughran, 2011). In addition to
being a ‘teacher of teachers’, teacher educators have at least five other professional roles
(Lunenberg et al., 2014) or sub-identities (Vanassche et al., 2015): (1) researcher (see for
instance, Loughran, 2014; Smith, 2015; Tack & Vanderlinde, 2014; 2016), (2) coach (see for
instance, van Velzen & Volman, 2009), (3) gatekeeper (see for instance, Smith, 2010;
Tillema & Smith, 2007), (4) broker (see for instance, Willegems, Consuegra, Struyven, &
Engels, 2016), and (5) curriculum developer (see for instance, Lunenberg, 2002; Struyven &
De Meyst, 2010). It is clear that teacher educators do not fulfil all these roles at one moment
in their career; nor do these roles belong to specific career phases (Kelchtermans et al.,
2017). Instead, they need to be perceived as sub-identities, related to the different contexts
3
teacher educators are working in and the different relationships teacher educators have
(Beijaard, Meijer & Verloop, 2013; Meijer, 2013).
The next sections first focus on clarifying InFo-TED’s views on teacher educators’
professional development. Second, the results of a large-scale European survey study on
higher education based European teacher educators’ learning needs are presented.
2.1. InFo-TEDS’ view on teacher educators’ professional development
Figure 1 ‘The conceptual of teacher educators’ professional development’ depicts InFo-
TED’s view on teacher educators’ professional development. According to InFo-TED, the
starting point of teacher educators’ professional development has to be their practice
(Kelchtermans, Smith & Vanderlinde, 2017) (see Figure 1). Starting from teacher educators’
practice is also described as a ‘practice-based approach’ – instead of a ‘blueprint approach’ -
to teacher educators’ professional development (Kelchtermans et al., 2017). A practice-
based approach starts from the assumption that acting teacher educators have good reasons
for doing their job in the way there are doing it. This approach starts from a positive
appreciation of the practice in which teacher educators ‘enact’ their professionalism. This is
radically different from a deficit approach in which teacher educators’ practices would be
evaluated against the normative outline of the necessary competencies or evidence-based
‘best practices’ (see Kelchtermans et al., 2017). According to InFo-Ted, individual teacher
educators cannot be compared with a norm, fixed standard or a list of competencies. The
practice-based approach starts from the idea that a teacher educator’s actual practices
reveal ‘who’ a teacher educator is, and what s/he really stands for. Teacher educators’ sense
of professional self or identity needs to be seen as reflected in their actions. In other words,
the teacher educator as such only ‘emerges’ in his/her practice (Kelchtermans, 2013). This
implies that the professional actions and decisions of teacher educators are ‘professional’
messages (cfr. Russell, 1997, ‘How I teach IS the message’). These messages are
reflections of teacher educators’ professional stance, and likely include being critical and
inquiry-oriented, self-regulated, contextually responsive and research-informed (see
Kelchtermans et al., 2017) (see Figure 1).
The conceptual model (Figure 1) clearly considers the (different) contexts of teacher
educators’ work: teacher educators’ enter the teacher education profession with different
backgrounds (see Figure 1, ‘the personal level’). Some have been working as classroom
4
teachers before, while others had a career as researchers with or without a PhD and others
come from a variety of education-related roles. Clearly, these different entry pathways affect
teacher educators understanding of their new role as well as the knowledge they bring to the
job (Vanassche, 2014). The model not only considers the influence of teacher educators’
former careers, but also considers their current work context. In this respect, teacher
educators’ work is embedded within the contexts of the local teacher education institution,
and the regional and national policy contexts (Smith, 2015; Vanassche et al., 2015). The
local level (see Figure 1) refers to, for instance, the culture of the teacher education
institution, the existing teacher education programs, or teacher education curricula. This level
also refers to relations with placement schools and other partnerships. The national level
(see Figure 1) refers to national policy measurements, existing frameworks or standards for
teacher educators. Finally, teacher educators’ practices are situated in a global level, which
stresses their relations with supranational and societal changes. These different levels (i.e.
personal, local, national, global) are represented with concentric (grey) circles in which
teacher educators’ work (represented by the white circle) is embedded.
The InFo-TED conceptual model also contains two arrows (see Figure 1). The first arrow
‘university-based and school-based teacher educators’ reminds us that an inclusive definition
of teacher educators is used, encompassing a wide spectrum of positions in the educational
system (see also, European Commission, 2013), from university-based to school-based
teacher educators. This also implies that InFo-TED acknowledges the diversity in
professional backgrounds of teacher educators. The second arrow from ‘pre-initial to lifelong’
stresses the importance of thinking of teacher educators’ practice as not only being situated
in a spatial context (e.g. an organisation or institute), but always in a temporal context
(Vanassche, 2014). In particular, the model recognizes that teacher educators enter the
profession at different moments in their career, and as such, with different experiences and
different learning needs (Vanassche, 2014). Similar to the influence of the organisational or
institutional context, career stages or phases are nor perceived as strict determinants of
teacher educators’ development. Rather, they are viewed as temporal elements of the
context against which teacher educators give meaning to their experiences, feel particular
needs for professional learning, and/or make sense of what is offered to them in professional
development opportunities.
5
Figure 1. The InFo-TED conceptual model of teacher educator professional development
(see also Kelchtermans, Smith, & Vanderlinde, 2017)
The left hand side of the model (see Figure 1) provides a non-exhaustive list of the content
domains that InFo-TED believes ought to be included in opportunities for teacher educator
professional development. These content domains are non-exhaustive given the ‘practice-
based’ approach to teacher educators’ professional development. Put differently, the content
domains or ‘dynamics of professional learning’ are illustrative, as making them exhaustive
6
would imply a choice for a ‘blueprint’ approach. These are left open to stress the fact that
these should not be read as a list of “standards” defining a closed set of areas for
professional development and required skills or behaviours in each. Rather, this is a partial
list of areas that evolve over time: as some areas emerge, others may lose their importance
or be conceived of in different manners. The areas for professional development can be
influencing each other (for example: facing diversity and crossing boundaries may influence
teacher educators’ professional identities) (see Kelchtermans et al., 2017).
To sum up this section, the InFo-TED conceptual model on teacher educators’ professional
development provides a shared language that is essential for colleagues from different
institutional and international borders to be able to engage in collaborative research,
improvement of practice or discussions with policy makers. In the next section ‘European
teacher educators’ learning needs’, the results of an international comparative need analysis
of higher education-based teacher educators (see Czerniawski, MacPhail and Guberman,
2017) are presented.
2.2. European teacher educators’ learning needs
Based on the article ‘The professional developmental needs of higher education-based
teacher educators: An international comparative needs analysis’, written by Czerniawski and
colleagues (2017) published in the European Journal of Teacher Education, a brief overview
of higher education-based European teacher educators’ learning needs is presented. In total,
1158 higher education-based teacher educators participated in the International Forum for
Teacher Educator Development (InFo-TED) survey study. They work in Belgium (Flanders),
Ireland, Israel, the Netherlands, Norway and the UK. In general, the findings suggest that
while teacher educators are only moderately satisfied with their professional development
experiences, a strong desire exists for further professional learning. Two types of teacher
educators’ professional learning needs emerge from the data. The first type of learning
needs refers to activities that are inherently linked to the day-to-day tasks teacher educators
need to fulfil (different for each teacher educator, depending on their work contexts). The
second type of learning needs refers to learning how to progress with an academic career,
with a strong focus on addressing research and writing skills. It is also clear that many
teacher educators strive to improve their current strengths rather than seek further
professional development in areas in which they have limited or no experience with. Next to
the availability (or not of time), five areas of professional learning needs are emphasised
7
among the participants and discussed in more detail below: (1) research skills, (2) use of
ICT/online learning/social media, (3) publish research and academic learning, (4) considering
of pedagogical principles/delivery and (5) ways of learning.
1) Availability (or not) of time
Not surprisingly, time is consistently noted as one of the most important professional learning
needs for teacher educators. The tasks frequently identified as requiring more time are
related to engaging in scholarly activity such as reading research, conducting research,
academic writing and thinking. Teacher educators suggest that institutions should provide a
realistic time allocation to research-related activities as an incentive. Besides, teacher
educators express a need to be provided with designated time slots for diverse types of
professional development activities rather than just those related to research.
2) Research skills
A significant number of teacher educators commented on their need to develop their
research skills in the areas of writing, research methodology and methods, research ethics
and data analysis. Assistance is needed on how to conduct research and develop a research
portfolio, how to engage in small-scale research, how to write for the ‘right’ journals, how to
locate conferences and integrate research into their lectures, etc. Moreover, assistance is
needed for those who wish to extend their research profile to international audiences as well
as contribute to country-specific research exercise frameworks.
3) Publish research/Academic learning
The need to publish research and/or write for publication is noted at two distinct levels. One
group of participants conveys the need to begin writing for publication, seeking direction on
how to best develop ideas and subsequently transform ideas into a publication, as well as
understanding more about the publication process. Another group appears to have some
level of experience in publishing, expressing the need to increase their publication rate,
develop a higher quality of publication and consider how to write for different audiences.
4) Use of ICT/online learning/social media
The third most frequent professional learning need focuses on how best to use digital
technologies for enhanced teaching and learning in a bid ‘to meet the 21st century needs’.
Online learning and associated materials are mentioned, with an interest in teaching
8
platforms that integrate on-line materials into everyday teaching. Social networking and
social media are also mentioned as forums through which teacher educators believe they
can support teaching and student learning.
5) Considering of pedagogical principles/delivery
A clear impression was given that teacher educators clearly wish to learn ways in which to
improve teaching and learning without compromising their responsibility for delivering all
areas of the curriculum. Participants were explicit in their specific needs related to pedagogy
and associated delivery. These needs include: up-skilling in new pedagogies associated with
particular subject disciplines, developing more generic teaching and learning strategies, and
consideration of classroom management. Overall, teacher educators are specifically
interested in learning about current developments in teacher education.
6) Ways of learning
Teacher educators prefer learning with and from colleagues across the board. They view
professional learning communities as the strongest contribution to the consolidation of the
teacher education profession and its continued development. Within the realms of pedagogy,
teacher educators seek opportunities to observe colleagues and have them observe and
provide feedback to them as well as have time with colleagues to share experiences and
develop ideas. Visits to other schools and teacher education institutions are also mentioned.
As researchers and writers, teacher educators look for opportunities to collaborate with
experienced colleagues either as personal mentors or leaders of research groups. The latter
are portrayed as an opportunity to work on specific publications or research projects, and
access colleagues across a range of institutions. Furthermore, there is a strong preference
for professional learning opportunities that are continuous and adapted to individual needs
and contexts in contrast to traditional courses and workshops.
The next section introduces InFo-TED design principles for (1) community learning in teacher
educators’ professional development (see 3.1.) and (2) how blended-learning can be
implemented in teacher educators’ professional development activities (see 3.2.)
9
3. Design principles
3.1. Design principles of community learning in teacher educators’ professional development
The core didactical focus of e-InFo-TED - in the Erasmus plus programme - is on exchanging
practices among teacher educators in order to realise a network and communities of practice
for teacher educators. As such, this category of design principles describes how workplace-
related and personalised community learning (at the national and European level) can be
realised in a blended-learning environment for teacher educators. Nine design principles are
distinguished: (1) ownership of content and process, (2) work in professional learning
communities, (3) knowing each other and sharing, (4) informal and formal learning at the
workplace, (5) attention for teacher educators’ multi-layered and multiple identities, (6)
changing practices takes time, (7) take into account the pressures on teacher educators’
time, (8) forming networks, and (9) striving for integration.
1) Ownership of content and process
Based on the notion that professional development is more meaningful to professionals when
they exercise ownership of its content and process (Borko, 2004; Loughran, 2014;
Vanassche, 2014), professional learning activities should respond to teacher educators’ self-
identified needs and interests.
2) Work in professional learning communities
Professional learning activities should be organised in professional learning communities in
order to build on the qualities of the collaborative and collegial relationships in an active,
meaningful and safe learning environment (Borko, 2004; Vanblaere, 2016). Professional
learning communities are ‘a group of people sharing and critically interrogating their practice
in an on-going, reflective, collaborative, inclusive, research-oriented, growth-promoting way
operating as a collective enterprise’ (Stoll et al., 2006, p. 223)
3) Knowing each other and sharing
‘Knowing each other and sharing’ focuses on the social aspect and the conditions under
which people are willing to share and discuss. For a professional learning community to
succeed, it is important that the participants trust each other. Learning collectively requires a
considerate amount of vulnerability and openness. Professionalization and trust are
positively related (e.g. Veldhuizen, Simons & Ritzen, 2011). Creating an open and safe
10
climate where participants can build relationships, and which respects individuality, honesty,
openness and values is vital (Stoll et al., 2006; Verbiest et al., 2003). Rusman (2011)
specifies 10 antecedents that are important when it comes to assessing trustworthiness: (1)
‘communality’ (have something in common), (2) ‘responsibility’, (3) ‘skills’, (4) ‘sharing’, (5)
‘persistence’, (6) ‘caring’, (7) ‘discretion’, (8) ‘competence’, (9) ‘commitment’, and (10)
‘availability’. Skills, sharing, persistence, caring and discretion only influence trustworthiness
after extensive collaboration. This means the activities in the summer academy and virtual
learning environment should first focus on dialogue between people, start from sharing who
you are and the context in which you work towards collaboratively developing professional
learning communities (as teacher educators of teacher educators), coming to a shared
knowledge base about teacher educators’ teaching practice. Encouraging shared dialogue
about the dialogue teacher educators have with their colleague teacher educators.
4) Informal and formal learning at the workplace
The learning opportunities to be found in both formal learning (as in structured programmes
for induction or study for particular qualifications through set provision) and informal learning
opportunities, often in and through personal practice in the workplace, also need to be
considered. Drawing on situated learning theory (Lave and Wenger, 1991), past studies of
teacher educator learning indicate how important informal learning in the workplace is
(Murray & Male, 2005; Boyd et al., 2011). For such informal learning to occur, an ‘expansive
learning environment’ (Fuller & Unwin, 2003) is required. Such an environment presents
wide-ranging opportunities for learning in the workplace and a culture that promotes both
individual and communal learning. Within such an approach, professional learning is viewed
as an essential and integrated aspect of day-to-day work, rather than the achievements of
short-term, easily measurable outcomes.
5) Multi-layered and multiple identities
The importance of the teacher educator as a role model for the next generation of teachers
cannot be understated (Smith, 2003; Lunenberg et al., 2007). Until recently, however, a
focus was lacking within higher education institutions on the identities and roles of teacher
educators themselves. Several authors (see for instance Zeichner, 2009) argue that good
teachers do not necessarily become effective teacher educators; they need appropriate
training and induction into several roles specifically related to becoming a teacher educator.
In this respect, teacher educators, are not only teachers of teachers; they also fulfil other
11
roles, such as curriculum developer, gatekeeper, broker, coach, and researcher (Lunenberg
et al., 2014). These roles require specific attention (Lunenberg et al., 2014). Additionally,
research of Swennen and colleagues (2010) identified teacher educators’ sub-identities or
different roles that are adopted at different times and in different combinations. They further
argue that, in many cases, teacher educators have to transform themselves in order to take
on certain identities, especially the researcher role.
6) Changing practice takes time
Another design principle is based upon the notion that changing practices takes time and
demands extended and intensive programs (Desimone, 2009; Lawless and Pellegrino, 2009;
Merchie et al., 2016). Therefore, professional learning activities should last long enough with
sufficient autonomy and freedom for teacher educators to learn and reflect at a time of their
convenience.
7) Take into account the pressures on teacher educators’ time
Previous research indicating the pressures on teacher educators’ time and opportunities to
engage in research (Maguire, 2000; Sikes, 2006; Tack, 2017) suggests that professional
learning activities should be structured enough. In particular, designated days for face-to-
face meetings (cf. Summer Academy) should be identified and protected, and follow up
activities should be planned.
8) Forming networks
Working in isolation seems to be one of the major challenges for teacher educators (Smith
and Vattøy, 2018), especially when engaging in research activities. There is an increasing
demand on cooperation across institutions and nations when applying for research grants,
and mobility is a key word in numerous European policy documents. Today there are multiple
possibilities for virtual networking; however, there is also a need to meet face to face to get to
know each other. People need to get to know each other, to learn to trust each other and to
plan new initiatives from ideas coming forth over lunch etc. There is a need to create physical
meeting places and the InFo-TED summer academy lasting 5 days where European teacher
educators meet, discuss, share ideas, become updated, and socialize will be an arena for
establishing networks national and international networks.
12
9) Striving for integration
Teacher education curriculum is often criticized for being “fragmented”: In too many places
teacher education curriculum is consisted of courses that are only loosely connected with
each other, students are not exposed to the pedagogy they are called to embrace, and field
experience is detached from relevant theories (Kitchen & Petrarca, 2016). The study of
Czerniawski and colleagues (2017) reveals that teacher educators distinguish “academic”
and “pedagogic” professional development needs. It is therefore suggested that the InFo-
TED summer academy will build upon its diverse participants’ viewpoints, professional
experience and professional development needs to create an integrated learning experience.
3.2. Design principles of ICT-based teacher educators’ professional development
This section ‘Design principles of ICT-based teacher educators’ professional development’
describes how blended-learning can be implemented in professional development activities
for teacher educators. A blended-learning approach is necessary as teacher educators’ work
in diverse professional contexts at local, national and European levels. The design principles
also focus on the role of teacher educators and coaches/mentors of teacher educators in the
blended-learning environment, and how web 2.0. applications can be implemented in such
an environment. Three design principles are distinguished: (1) never an end in itself, (2)
asynchronous group discussions with information resources, and (3) sharing.
1) Never an end in itself
An ICT-based (online) environment supporting teacher educators’ professional development
is never an end in itself (Kosnik, Beck, & Goodwin, 2016). Research (Kosnik, Beck, &
Goodwin, 2016) shows that teachers and teacher educators ask for face-to-face contact in
the context of professional development activities. The development of the virtual learning
platform is thus merely supportive for the Summer Academy (European professional
development programme). This means that the virtual learning platform has to be used
before, during, and after the Summer Academy. Nevertheless, by using advanced ICT-based
tools teacher educators may experience the advantages and contribution to learning and as
a consequence be motivated to implement ICT-based tools in their own teaching.
2) Asynchronous group discussions with information resources
Teacher educators need to be able to discuss their experiences in asynchronous
discussions, similar as those described by Prestidge (2010). These asynchronous
13
discussions enable multiple users to engage in discussions with each other online, at their
own time of convenience. This is similar to an email discussion, but unlike email, all
contributors to the discussion are collected on a forum, which displays all the messages that
have been posted. Discussions are organized in separate folders each dedicated to specific
topics. Within a discussion group members contribute their comments by responding to the
initial discussion question or to each other. These asynchronous discussions lead to both
collegial and critical forms of discussion. Collegial discussion is important in developing and
maintaining community, while critical discussion is vital for its role in transforming
practitioners’ beliefs (Prestidge, 2010). Moreover, the virtual learning platform should provide
storage and access to relevant resources and research literature (wiki-environment). In this
way, teacher educators are able to learn from each other’s experience, but at a time and
place that is chosen by them, which allows for greater flexibility (Murray, 2008; Tack, 2017).
3) Sharing
As in InFo-TED the starting point for teacher educators’ professional development lies in
teacher educators’ actual practices, an ICT-based learning environment should make it
possible to share practices with each other. As said previously, sharing practices and being
involved in professional learning community requires being vulnerable and trusting. With
regard to online collaboration it is important to consider when this online collaboration takes
place, before or after people may have met face to face. Which information has already been
shared, or which information needs to be shared online before learning and working together
can take place? Information on a person's competence, commitment and availability are
considered important aspects to foster a sense of trust between participants, as well as
communality and responsibility (Murray, 2008; Prestidge, 2010).
Summarised, and in line with the overall goal of InFo-TED – to promote, support and study
teacher educators development, this output document describes underlying general design
principles that will be used for the development of the European summer academy for
teacher educators and the implementation of a virtual learning environment for teacher
educators.
14
References Beijaard, D., Meijer, P. C., & Verloop, N. (2013). The emergence of research on teachers’
professional identity: A review of literature from 1988 to 2000. In C. J. Craig, P. C. Meijer & J.
Berry, A. (2007) Tensions in teaching about teaching. Developing practice as a teacher
educator. Dordrecht, Netherlands: Springer.
Berry, A. (2016). Teacher educators’ professional learning: A necessary case of ‘on your
own’? (pp. 39-56) In B. De Wever, B. R. Vanderlinde, M. Tuytens & A. Aelterman (Eds.),
Professional learning in education: Challenges for teacher educators, teachers and student
teachers. Gent, Belgium: Ginko Press & Academia Press.
Borko, H. (2004) Professional development and teacher learning: Mapping the terrain.
Educational Researcher, 33 (3), 3–15.
Boyd, D., Grossman, P., Ing, M., Lankford, M., Loeb, S. & Wyckoff, J. The influence of school
administrators on teacher retention decissions. American Educational Research Journal,
48(2), p. 303-333.
Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a
research community (pp. 205-222). Bingley, England: Emerald.
Cochran-Smith, M. (2005). Teacher educators as researchers: Multiple perspectives.
Teaching and Teacher Education, 21(2), 219-225.
Czerniawski G., MacPhail A., & Guberman A. (2017). The professional development needs
of higher education-based teacher educators: an international comparative needs analysis.
European Journal of Teacher Education, 40(1), 127-140.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development:
toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.
European Commission. (2013). Supporting teacher educators for better learning outcomes.
Brussels, Belgium: European Commission.
Fuller, A. & Unwin, L. (2003) Learning as Apprentices in the Contemporary UK Workplace:
Creating and managing expansive and restrictive participation, Journal of Education and
Work, 16(4).
Kelchtermans, G. (2013). Praktijk in de plaats van blauwdruk. Over het opleiden van
lerarenopleiders. VELON Tijdschrift voor Lerarenopleiders, 34, 89-99.
Kelchtermans, G., Smith, K., & Vanderlinde, R. (2017). Towards an ‘International Forum for
Teacher Educator Development’: An Agenda for Research and Action. European Journal of
Teacher Education.
15
Kitchen, J. & Petrarca, D. (2016). Approaches to teacher education. In J. Loughran and M. L.
Hamilton (Eds.), International handbook of teacher education research: Initial teacher
education (pp. 137-186). Rotterdam, The Netherlands: Springer.
Kosnik, C., Beck, C., & Goodwin, L. (2016). Reform efforts in teacher education. in J.
Loughran, M.L. Hamilton (eds.), International Handbook of Teacher
Education, DOI 10.1007/978-981-10-0366-0_7
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation.
Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511815355
Lawless, K. A., & Pellegrino, J. W. (2007). Professional Development in Integrating
Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better
Questions and Answers. Review of Educational Research, 77(4), 575–614.
https://doi.org/10.3102/0034654307309921
Livingston, K. (2014). Teacher educators: Hidden professionals? European Journal of
Education, 49(2), 218-232.
Loughran, J. (2006). Developing a pedagogy of teacher education. Understanding teaching
and learning about teaching. London, England/New York, NY: Routledge.
Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher
Education, 65(4), 271-283. https://doi.org/10.1177/0022487114533386
Lunenberg, M. (2002). Designing a curriculum for teacher educators. European Journal of
Teacher Education, 25(2-3), 263-277.
Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator:
Roles, behaviour, and professional development of teacher educators. Rotterdam,
Netherlands: Sense Publishers.
Lunenberg, M., Murray, J., Smith, K., & Vanderlinde, R. (2016). Collaborative teacher
educator professional development in Europe: Different voices, one goal. Professional
Development in Education.
Maguire, M. (2000). Inside/Outside the ivory tower: Teacher education in the English
academy. Teaching in Higher Education, 5(2), 149-165.
Meijer, P. (2013). De docent: Sterk in ontwikkeling. Inaugurale rede door Paulien Meijer. [The
teacher educator in development: Inaugural lecture by Paulien Meijer] Netherlands: Radboud
Universiteit Nijmegen.
Merchie, E., Tuytens, M., Devos, G., & Vanderlinde, R. (2016). Evaluating teachers'
professional development initiatives: Towards an extended evaluative framework. Research
Papers in Education, 1-26.
16
Murray, J. (2008). Teacher educators’ induction into Higher Education: work�based learning
in the micro communities of teacher education. European Journal of Teacher Education,
31(2), 117–133. https://doi.org/10.1080/02619760802000099
Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field.
Teaching and Teacher Education, 21(2), 125-142. https://doi.org/10.1016/j.tate.2004.12.006
Murray, J., Swennen, A., & Shagrir, L. (2008). Understanding Teacher Educators’ Work and
Identities. In Becoming a Teacher Educator (pp. 29–43). Dordrecht: Springer Netherlands.
https://doi.org/10.1007/978-1-4020-8874-2_3
Prestridge, S. (2010). ICT professional development for teachers in online forums: Analysing
the role of discussion. Teaching and Teacher Education, 26(2), 252–258.
https://doi.org/10.1016/j.tate.2009.04.004
Russell, T. (1997). Teaching teachers: How I teach IS the message. In J. Loughran & T.
Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher
education (pp. 32-47). London, England: Falmer Press.
Sikes, P. (2006). Working in a ‘new’ university: In the shadow of the Research Assessment
Exercise. Studies in Higher Education, 31(5), 234-252.
Smith, K. (2003). So, what about the professional development of teacher educators?
European Journal of Teacher Education,201-215.
https://doi.org/10.1080/0261976032000088738
Smith, K. (2010). Assessing the practicum in teacher education – Do we want candidates
and mentors to agree? Studies in Educational Evaluation, 36(1-2), 36-41.
Smith, K. (2015). The role of research in teacher education. Research in Teacher Education,
5(2), 43-46.
Stoll, L., Bolam, R., Mcmahon, A., Wallace, M., and Thomas, S. (2006). Professional
Learning Communities: A Review of the Literature. https://doi.org/10.1007/s10833-006-0001-
8
Struyven, K., & De Meyst, M. (2010). Competence-based teacher education: Illusion or
reality? An assessment of the implementation status in Flanders from teachers’ and students’
points of view. Teaching and Teacher Education, 26(8), 1495-1510.
Swennen, A., Jones, K., & Volman, M. (2010). Teacher educators: Their identities, sub-
identities and implications for professional development. Professional Development in
Education, 36(1-2), 245-265. doi: 10.1080/19415250903457138
17
Tack, H. (2017). Towards a better understanding of teacher educators’ professional
development: Theoretical and empirical insight into their researcherly disposition. Ghent
University: University Press.
Tack, H. & Vanderlinde, R. (2014). Teacher educators’ professional development: Towards a
typology of teacher educators’ researcherly disposition. British Journal of Educational
Studies, 62(3), 297-315.
Tack, H. & Vanderlinde, R. (2016). Measuring teacher educators’ researcherly disposition:
Item development and scale construction. Vocations & Learning, 9(1), 43-62.
Tillema, H., & Smith, K. (2007). Portfolio appraisal: In search of criteria. Teaching and
Teacher Education, 23(4), 442-456.
Vanassche, E. (2014). (Re)constructing teacher educators’ professionalism: Biography,
workplace and pedagogy. Leuven: Faculty of Psychology and Educational Sciences.
Vanassche, E., Rust, F., Conway, P., Smith, K., Tack, H., & Vanderlinde, R. (2015). InFo-
TED: Bringing policy, research, and practice together around teacher educator development.
In C. Craig & L. Orland-Barak (Eds.), International teacher education: Promising pedagogies
(Part C). Bingley, England: Emerald Books.
Vanblaere, B. (2016). Working together, learning together? A study into professional learning
communities and experienced teachers’ learning outcomes. Ghent, Belgium: Faculty of
Psychology and Educational Sciences.
Vattøy, K.D. & Smith, K. (2018). Developing a Platform for a Research-Based Teacher
Education. In K. Smith (Ed.). Norsk og internasjonal lærerutdanningsforsking. Hvor er vi?
Hvor skal vi gå? Hva skal vi gjøre nå? (Norwegian and International Teacher Education
Research. Where are we? Where do we want to go? What shall we do next?) (17-44).
Norwegian and English. Bergen: Fagbokforlaget.
Veldhuizen, B. van, Ritzen, H. & Simons, R.J. (2011). Organisatiebetrokkenheid en
werkplekleren van docenten. Paper Onderwijs Research Dagen 2011, Maastricht.
Verbiest, E., Creemers, B., Giesbers, J., Krüger, M., Vlisteren van, C. (2003). Collectief
leren, professionele ontwikkeling en schoolontwikkeling: facetten van professionele
leergemeenschappen. In Handboek schoolorganisatie en on- derwijsmanagement, Leiding
geven in bestel, school en klas, 1-24. Deventer: Kluwer, 2003.
Willegems, V., Consuegra, E. Struyven, K. & Engels, N. (2016). How to become a broker:
The role of teacher educators in developing collaborative teacher research teams.
Educational Research and Evaluation, 22(3/4), 173-193.
18
Zeichner, K. (2009). Teacher education and the struggle for social justice. New York:
Routledge.